Project Timeline
April 2014 - Inservice a number of teachers from Harvest Valley and Romoland regarding foundational skills in Phonemic Awareness and Phonics.
June 2014 - Recruit cadre of teachers to provide intensive intervention in Phonemic Awareness and Phonics for the 2014-2015 school year.
August 2014 - Train volunteer teachers in 2nd and 3rd grades with foundational skills.
September 2014 - Participating teachers test selected children with the PDST, (Phonics/Decoding Screening Test), Word Pattern Test, and DIBELS (Dynamic Indicators of Basic Early Literacy Skills).
October 2014 - Trained new teachers in DIBELS; assisted teachers with assessing Word Pattern Tests for specific needs of children. Assisted teachers with PDST.
Inservice with Passport - District's adopted intervention program.
November 2014 - Continue developing relationships with teachers; recruited more teachers to participate in providing extra support for high needs children.
Presentation of effective skills; model and co-teach.
December 2014 - collected data; more teachers choose to participate due to results of data. Modeled Sound/Spelling cards for four first grade teachers and modeled Sounds and Letters for Teachers of Reading and Spelling. (multi-sensory activities program).
January 2015 - attend PLC's in order to provide support for teachers of struggling readers. Teachers are recognizing that some of their children need the Phonics/ Decoding Screening Test due to their low DIBELS. (assisted with this) Provided the materials for volunteer teachers to give extra support using the Rewards Program. This program provides readers with multi-syllabic word support.
February 2015 - assisted new teachers with DIBELS. Provided support for teachers that recognize that more support is needed for struggling readers. Offered teachers the resource: Phonics for Reading by A. Archer, J. Flood, D. Lapp. and L. Lundgren. Model and co-teach.
March 2015 - Gathered data: DIBELS, Word Pattern Test, AR Level (Lexile Level). Assessed data with teachers. Recorded data in evidence of research. Worked with teachers requesting assistance, in order to adjust or provide necessary intervention.
April 2015 - Displayed DIBELS data in three sections: those at Benchmark, those needing Strategic Intervention, and those needing Intensive Intervention. Worked with 5 school principals, explaining the data driven intervention needed, and how I assist teachers in providing this intervention.
May 2015 - Assess selected children with final Word Pattern Test, DIBELS, AR level, and Phonics Decoding Screening Test for data. Met with assistant superintendent, in regards to providing foundations of early literacy skills to teachers in the 2015-2016 school year. Celebrate with participating teachers.
June 2014 - Recruit cadre of teachers to provide intensive intervention in Phonemic Awareness and Phonics for the 2014-2015 school year.
August 2014 - Train volunteer teachers in 2nd and 3rd grades with foundational skills.
September 2014 - Participating teachers test selected children with the PDST, (Phonics/Decoding Screening Test), Word Pattern Test, and DIBELS (Dynamic Indicators of Basic Early Literacy Skills).
October 2014 - Trained new teachers in DIBELS; assisted teachers with assessing Word Pattern Tests for specific needs of children. Assisted teachers with PDST.
Inservice with Passport - District's adopted intervention program.
November 2014 - Continue developing relationships with teachers; recruited more teachers to participate in providing extra support for high needs children.
Presentation of effective skills; model and co-teach.
December 2014 - collected data; more teachers choose to participate due to results of data. Modeled Sound/Spelling cards for four first grade teachers and modeled Sounds and Letters for Teachers of Reading and Spelling. (multi-sensory activities program).
January 2015 - attend PLC's in order to provide support for teachers of struggling readers. Teachers are recognizing that some of their children need the Phonics/ Decoding Screening Test due to their low DIBELS. (assisted with this) Provided the materials for volunteer teachers to give extra support using the Rewards Program. This program provides readers with multi-syllabic word support.
February 2015 - assisted new teachers with DIBELS. Provided support for teachers that recognize that more support is needed for struggling readers. Offered teachers the resource: Phonics for Reading by A. Archer, J. Flood, D. Lapp. and L. Lundgren. Model and co-teach.
March 2015 - Gathered data: DIBELS, Word Pattern Test, AR Level (Lexile Level). Assessed data with teachers. Recorded data in evidence of research. Worked with teachers requesting assistance, in order to adjust or provide necessary intervention.
April 2015 - Displayed DIBELS data in three sections: those at Benchmark, those needing Strategic Intervention, and those needing Intensive Intervention. Worked with 5 school principals, explaining the data driven intervention needed, and how I assist teachers in providing this intervention.
May 2015 - Assess selected children with final Word Pattern Test, DIBELS, AR level, and Phonics Decoding Screening Test for data. Met with assistant superintendent, in regards to providing foundations of early literacy skills to teachers in the 2015-2016 school year. Celebrate with participating teachers.